Ujamaa Africa reduces the prevalence of rape and sexual assault in the slums of Nairobi, Kenya by teaching boys about respect for women and how to intervene in the event of an assault.

The Change Academy for Democratic Studies and Development and the Arab Network for Civic Education (ANHRE) successfully engaged allies in national government agencies along with local community organizations to advance the right to early childhood education in poverty pockets in Ma’an governorate, South Jordan. 

Wona Sanana was established in 1999 to protect children’s rights by compiling information on the condition of the children of Mozambique after the 16-year civil war. The project combined data-collection on the welfare of children with community education to empower local people to take action and to promote improved policies addressing children’s rights. Through participatory research, communities learned about the problems facing their children and were encouraged to develop unique responses appropriate to the needs or their community.

For more information on "participatory research" tactics, read our in-depth case study.

Around the world, people instinctively turn to places of memory to come to terms with the past and chart a course for the future. Memory is a critical language and terrain of human rights. These places can be a powerful and critical tool for building a lasting culture of human rights. The International Coalition of Sites of Conscience works to build the capacity of historic sites around the world to foster dialogue on pressing social issues and promote democratic and humanitarian values. It seeks to change the role of historic sites in civic life from places of passive learning to centers for active citizen engagement. Using the power of place to help communities have ongoing dialogues about the meaning of their past and the shape of their future.

For more information on this tactic, read our in-depth case study.

In order to create support for such a human rights curriculum that also encompassed religious educational institutions, the National Working Group in Indonesia engaged key and respected leaders–community and religious leaders as well as teachers–in the development and training of the human rights curriculum. By taking the time and effort to engage opinion and religious leaders in the process, the NWG was able to develop their critical support and integrate their needs and concerns in order to overcome barriers and challenges to human rights education.

For more information on this tactic, read our in-depth case study.

The Albanian Center for Human Rights (ACHR) collaborated with the Albanian Ministry of Education to bring human rights education into all public schools in the country. The group took advantage of the post-communist transition period, negotiating with officials in the new democratic government to launch a long-term and ambi­tious process in which they would prepare young Albanian citizens to participate fully in a democracy.

For more information on this tactic, read our in-depth case study.

The Arab Penal Reform Organization (APRO) publishes a series of illustrated children’s books called Activist Ali’s Team to educate children and adults of their civil and legal rights as well as to foster a culture of human rights in Egypt. The book series follows a curious ten-year-old named Ali and his male and female companions. Each book – in the series of 36 – focuses on a specific civil or human rights topic.

“Window of Love,” Hanoi’s first sexuality education café, provides youths with consultation and counseling services on issues pertaining to sex and HIV/AIDS.

The Public Foundation created the “We and Law Legal Clinic” to improve perceptions and communication between police officers and adolescents in Kyrgyzstan.